Bluefield State College

Daily Lesson Plan (Template)

Name: Tanya Gibson

Subject: Social Studies
figures and events that lead to Civil

Date: 4-20-16
Topic: Key
Rights Movement

Grade: 6th grade

Lesson: 1 hour

Length of

Introduction (Essential Question):

What was the Civil Rights Movement? Who were involved?
Standard: Social Studies
Cluster: History
Objective: SS.6.H.CL5.2 - identify key figures and key events in movements for civil rights.
Specific Objective:
By the end of the lesson plan students will be able to identify the key figures and events for
civil rights showing a 90% mastery using a rubric.

Method(s):
The teacher will start the lesson through direct instructor introducing the students to what the Civil Rights
Movement was, when it happened, and why it happened. Once this has been established the teacher will start
introducing events and who was involved in the start of the Civil Rights Movement. The teacher will play video
for the students about the Civil Rights Movement. Students will need to take notes on the information given to
use to draw a timeline of the events and time when they happened. The timelines will be hung outside the
classroom on the bulletin board for display of what happened during the Civil Rights Movement.
Materials:
-

Material on key events and figures from Civil Right Movement Print out for teacher use
Video on Civil Rights Movement
Paper
Markers/ Color pencils
.

Direct Instruction:

The teacher will begin with asking the essential questions. Allowing time for students to respond, once they
have all given answers the teacher will give what was the Civil Rights Movement and why it happened.
Civil Rights Movement was a fight for racial equality during the 1950s and 1960s, which was 100
years after the Civil War. The movement led to the Civil Rights Act in 1964, which stated that no one
could be discriminated on based on race, gender, or national background. The reason for the movement
was because white treated African Americans very poorly and made them go to separate schools,
restaurants, restrooms, and take different transportation. Well, the African Americans were tired of being
treated so badly that they began to protest and stand up for their rights. They were also not allowed to
vote. Later in 1965 the Voting Rights Act was passed stating that citizens could not be denied the right to
vote based on the color of their skin.
Next, the teacher will show the video of the Civil Rights Movement: https://www.youtube.com/watch?
v=Sqsb9FqdpVk. After the video the teacher will ask the students what key facts they picked up on or what they
learned from the video. Next, the teacher will talk about the different events that happened to start the Civil
Rights Movement. The teacher will also make sure that the famous individuals from the Civil Rights Movement
are introduced also. (This will be a print out that has been pulled from
http://faculty.polytechnic.org/gfeldmeth/chart.civrights.html.) Once this has been gone over the teacher will
break students up into pairs.
Guided Practice:
The teacher will break students up into pairs and the students will go over their notes that each has taken. With
this information they will create a timeline of the events and individuals that led up to the Civil Rights
Movement. The students will be allowed to draw, color, and even print out pictures from the Internet for their
timelines. Once they have completed the timelines the students will set quietly and think about how they will
write and what they learned from the lesson giving at least five different reasons why the Civil Rights
Movement happened or what happened during the Civil Rights Movement.
Differentiation:
For the auditory learners the video and the teacher gong over all the key facts and individuals will help them
with understanding what happened during the Civil Rights Movement. These students will also be allowed to
listen to other videos or readings about the movement if necessary.
For the visual learners the books, pictures, and videos will help these students with understanding what
happened. If these students need more enlightenment then they will be allowed to look at other books, pictures,
etc. to get a better understanding.
For the kinesthetic learners they will do their best through note taking and making the timeline of the Civil
Rights Movement. If these students still need more information to better understand what happened then having
them watch more videos or have a one on one lesson with the teacher would help.
Lesson Closure:
The teacher will bring the students back together as a whole group and ask the essential questions again, What
was the Civil Rights Movement? Who was involved? As a group the teacher will list the details and items that
the student list on the board for the whole class to see.
Independent Practice:
The students will use their notes and the list on the board that the class came up with to write a one-page paper
about the Civil Rights Movement. Students can pick to either write a summative paper with at least 5 facts or a

paper about a particular individual that made a difference during the Civil Rights Movement making sure to
have at least 3 ways he or she helped or made a difference for the race.
Assessment:
Students will be assessed based on visual, auditory and by the grading of each paper. Visual components will be
how the students act when talking the subject or their participation. Auditory components will be hearing the
answers that students give and through the discuss each student had with their partner. The last would be the
grading on the paper.

KeyEventsintheAmericanCivilRightsMovement
MartinLutherKingJr.'sfirstarrest,Montgomery,1955
Event Date Significance
14thAmendmentpassed
1868 Constitutionalamendmentforbidsanystatefromdeprivingcitizensof
theirrightsandprivilegesanddefinescitizenship
Plessyv.Fergusondecision 1896 SupremeCourtrulesthatseparatebutequalfacilitiesfordifferentracesis
legal.GiveslegalapprovaltoJimCrowlaws
BookerT.WashingtonwritesUpFromSlavery
1901 Arguingthatgradualprogressisthebestpathfor
blacks,Washingtonfocusesonjobtrainingandsuggeststhatselfrespectandselfhelpwouldbring
opportunities
NiagaraMovements 1905 W.E.B.DuBoisdemandsimmediateracialequalityandopposesalllawsthat
treatsblacksasdifferentfromothers.LeadstocreationofNAACPin1909
GrandfatherclauseoutlawedbySupremeCourt
1915 NAACPsuccessfullychallengesstatelawsthat
restrictedblackvotingregistration
Raceriotsandlynchingsclaimhundredsoflives
1919 Over25raceriotsoccurinthesummerof1919with
38killedinChicago.70blacks,including10veterans,arelynchedintheSouth
ExecutiveOrder8802forbidsracediscriminationinhiring June1941
FDRsetsupFairEmployment
PracticesCommissiontoassurenondiscriminationpoliciesinfederalhiring
JapaneseAmericanssenttoconcentrationcamps 1942 Concernedoverpotentialdisloyalty,FDRallows
110,000toberoundedupinwesternstates(thoughnotinHawaii)
Korematsuv.U.S.
1944 SupremeCourtrulesthatconcentrationcampswereawartimenecessity
JackieRobinsonjoinsBrooklynDodgers
1947 PasadenaresidentandUCLAalumRobinsonbreaksthe
colorbarrierbybeingthefirstblacktoplaymajorleaguebaseballinmoderntimes
Armedforcesintegrated
1948 Pres.Trumanissuesexecutiveorderrequiringintegratedunitsinthe
armedforces
Brownv.BoardofEducationofTopekadecision 1954 SupremeCourtreversesPlessybystatingthat
separateschoolsarebynatureunequal.Schoolsareorderedtodesegregate"withalldeliberatespeed"
SouthernManifestourgesresistancetodesegregationefforts
1956 Over100southernmembersof
CongresssigndocumentattackingtheSupremeCourtdecision.OnlyLyndonJohnson,EstesKefauver,and
AlbertGorerefusetojoinprotest
LittleRockCentralHighSchooldesegregated
Fall1957
AfterLittleRockschoolboardvotesto
integrateschools,NationalGuardtroopspreventblackchildrenfromattendingschool.1000federal
paratroopersareneededtoescortblackstudentsandpreservepeace.ArkansasGov.Faubusrespondsbyclosing
schoolsfor195859schoolyear
Montgomerybusboycott
19551957
RosaParksignites381daybusboycottorganizedbyMartin
LutherKing,Jr.
Lunchcounterprotests
1961 10mensatata"whitesonly"counterinRockHill,SouthCarolinaina
protestagainstsegregation.Theywerearrestedandnine("TheFriendshipNine")weresentencedto30days
laboronachaingang.
Freedomridersopposesegregation 1961 BlacksandwhitestakebusestotheSouthtoprotestbusstation
segregation.Manyaregreetedwithriotsandbeatings
JamesMeredithenrollsattheUniversityofMississippi
1962 5000federaltroopsaresentbyPres.
KennedytoallowMeredithtoregisterforclasses.Riotsresultin2deathsandhundredsofinjuries

DesegregationdriveinBirmingham April1963
KingandSCLC(SouthernChristianLeadership
Conference)opposelocallawsthatsupportsegregation.Riots,firebombing,andpoliceareusedagainst
protestors
"LetterfromBirminghamjail"
April16,1963 Inresponsetowhiteministerswhourgehimtostop
causingdisturbances,KingissuesarticulatestatementofnonviolentresistancetowrongsofAmericansociety
Gov.WallacestopsdesegregationoftheUniversityofAlabama June1963
Standingintheschoolhouse
doorandpromisingsegregation"today,tomorrow,andforever,"WallaceisforcedbyPres.Kennedytoallow
blackstoenroll
MedgarEversmurdered
June11,1963 HeadofMississippiNAACPisshotoutsidehishomeonthesame
nightthatPres.Kennedyaddressesthenationonrace,asking"Arewetosaytotheworld...thatthisisalandof
thefreeexceptforNegroes"
MarchonWashingtonAugust28,1963
Morethan200,000blacksandwhitesgatherbeforeLincoln
Memorialtohearspeeches(includingKing's"IHaveaDream")andprotestracialinjustice
BombingofBirminghamchurch
September1963
4blackgirlsarekilledbybombplantedinchurch
24thAmendmentpassed
January1964 Polltax(whichhadbeenusedtopreventblacksfromvoting)
outlawed.Blackvoterregistrationincreasesandcandidatesbegintoturnawayfromwhitesupremacyviewsin
attempttoattractblackvoters
CivilRightsActpassed
July1964
OvercomingSenatefilibuster,Congresspasseslawforbidding
racialdiscriminationinmanyareasoflife,includinghotels,voting,employment,andschools
MississippiSummerFreedomProject
Summer1964 Civilrightsworkersseektoregisterblackstovote.
3arekilledandmanyblackhomesandchurchesareburned.Nationaloutragehelpspasscivilrightslegislation
SelmatoMontgomerymarch March1965 Kingleads54milemarchtosupportblackvoterregistration.
DespiteattacksfrompoliceandinterferencefromGov.Wallace,marchersreachMontgomery.Pres.Johnson
addressesnationinsupportofmarchers
VotingRightsActapproved August6,1965
Afterpassage,southernblackvoterregistrationgrowsby
over50%andblackofficialsareelectedtovariouspositions.InMississippi,blackvoterregistrationgrewfrom
7%to67%
WattsRiots August1965 Infirstofmorethan100riots,LosAngelesblacksuburberuptsinriots,burning,
looting,and34deaths
MalcolmXassassinated
February1965 Rejectingintegrationandnonviolence,Malcolmsplitsofffrom
ElijahMuhammad'sBlackMuslimsandiskilledbyblackopponents
RaceriotsinDetroitandNewark
1967 WorstriotsinU.S.historyresultsin43deathsinDetroitand
federaltroopsbeingcalledouttorestoreorder
Kingassassinated
April4.1968 Whilesupportingsanitationworkers'strikewhichhadbeenmarredby
violenceinMemphis,KingisshotbyJamesEarlRay.Riotsresultin125cities
Bakkev.RegentsofUniversityofCaliforniadecision
1978 SupremeCourtrulesthatfixedracialquotas
areillegalafterAllanBakkeisdeniedadmissiontoUCDavismedicalschooleventhoughhisgradesandscores
werehigherthanmostminorityapplicantsadmitted
LosAngelesriots
May1992
FollowingacquittalofofficerswhobeatRodneyKing,600buildingsare
torchedand50peoplekilled,and$1billionindamagerecorded
Pleasecitethissourcewhenappropriate:
Feldmeth,GregD."U.S.HistoryResources"
http://home.earthlink.net/~gfeldmeth/USHistory.html(31March1998).
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BacktoU.S.HistoryResourcesmainpage.